School administrative and support staff

Transcription

1 School administrative and support staff & general assistants: Facilitator support materials Professional learning and leadership Development Directorate

2 State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate, 2009 All rights reserved. No part of this publication may be reproduced by any process, electronic or otherwise, in any material form, transmitted to any other person or stored electronically in any form, without the prior written permission of the Department of Education and Training, except as permitted under the Copyright Act 1968 (Cth). 2 State of NSW Department of Education and Training

3 Contents Overview... 4 Outcomes... 4 Program Handouts Acknowledgement This program has been developed by the Professional Learning and Leadership Development Directorate in collaboration with the Public Service Association. Note: The Internet links in this document are subject to change. A complete list of up to date links will be maintained on the Professional Learning and Leadership Development Directorate website 3 State of NSW Department of Education and Training

4 Overview The program, facilitator support materials is designed to assist regions and their regional school administrative and support staff reference group (RSRG) in providing information for the clarification of roles and responsibilities and identification of support for continued professional growth. The program can be delivered on a regional or local basis. Outcomes After working through this program participants should: understand their role and responsibilities as an employee within the Department of Education and Training (DET) identify some of the key departmental policies and documents relevant to their work identify key professional and support contacts and organisations identify some directions for further professional learning to support their role establish professional networks to support their continued professional growth. Outline of program The program has been structured into seven sessions with breaks for morning tea and lunch. Regions and their RSRGs may choose to change the order of the sessions to meet local needs. Handouts are included and should be reproduced for participants. Session Suggested time Name of workshop Welcome and overview Session What defines my role? Session What DET policies relate to my role? Morning tea Session What is the line management in my school? Session Who can support me in my role? Session What other support is available? Lunch Session How do I access professional learning? Session What professional learning do I need? Evaluation, thanks and close 4 State of NSW Department of Education and Training

5 Program School administrative and support staff & general assistants: Facilitator support materials 5 State of NSW Department of Education and Training

6 Suggested Purpose Workshops suggestions for Time Facilitators 8:30-8:50 20 minutes Show: PowerPoint Slide 2 Welcome and overview of day Welcome: Introductions, housekeeping, networking Quality education is a shared responsibility Participants to be seated in groups around a table. Activity: Icebreaker: Introduction and networking, eg: a) name, workplace, area of interest/ hobby, a professional strength; b) introduce yourself to two others and find an area of common interest. Session 1: 8:50-10:00 What defines my role? 70 minutes including opportunity for feedback Show: PowerPoint Slide 3 To understand roles and responsibilities as an employee within DET To identify some of the key departmental policies and documents relevant to your work Demonstrate where participants can access documents on the DET website. Divide into groups and ask each group to discuss one of the documents below and summarise it, including any questions they may have (15 minutes). Handbook for Non Teaching Staff in Schools Crown Employees (School Administrative and Support Staff) Award Crown Employees (General Assistants in Schools Department of Education and Training) (State) Award Joint Statement on role boundaries in the provision of support at school for students requiring health care procedures (2005) Administration of Prescribed Medication and Asthma Treatments Refer school learning support officers to the DET website detwww.det.nsw.edu.au/tsss/equity/disability/policies/news/details.htm for information on Disability policies and legislation that relate to students with disabilities enrolled in regular classes. Handout 1: DET documents prepared by regional facilitator Handout 2: Roles and responsibilities summary sheet used to report back to whole group Refer to this website to download current documents: humanresources/ The DET documents you choose to focus on will depend on the participants. For example if no school learning support officers are present you may choose not to refer to the Joint Statement. Spokesperson from each group reports back on their findings. 6 State of NSW Department of Education and Training

7 Suggested Purpose Workshops suggestions for Time Facilitators Session 2: What DET policies relate to my role? 30 minutes Show: PowerPoint Slide 4 To understand roles and responsibilities as an employee within DET Code of Conduct Policy Child Protection Policies and Procedures Occupational Health and Safety Policy (OHS) Give participants a copy of the document or URL for the Code of Conduct and OHS policies and summarise the key intents of each document for the participants (see facilitator notes, 5 minutes each) Arrange for the region s Student Services officer to give key points of Child Protection Policies and Procedures relevant to participants (15minutes presentation and 5 minutes question and answer). Handout 3: Resources and contacts The Code of Conduct Policy clarifies the standards of behaviour that are expected of DET staff in the performance of their duties. It gives guidance in areas where staff need to make personal and ethical decisions. The OHS policy sets out the OHS requirements and the DET commitment to ensure a safe and healthy working and learning environment. Session 3: What is the line management in my school? 30 minutes Show: PowerPoint Slide 5 To understand roles and responsibilities as an employee within DET To whom do you report? Participants develop a flow chart of line management in their school by adding the boxes and arrows needed in the template in: Handout 4: School line management Discuss with groups the importance of the document Managing School Based Non Teaching Staff Identified as Having Performance Difficulties Refer participants to Handout 3: Resources and contacts for URL Managing School Based Non Teaching Staff Identified as Having Performance Difficulties. Explain this policy addresses workplace issues that can be resolved through professional learning opportunities. Spend time discussing how poor performance can often be addressed through provision of appropriate professional learning opportunities available through a number of avenues. 7 State of NSW Department of Education and Training

8 Suggested Purpose Workshops suggestions for Time Facilitators Session 4: Who can support me in my role? Who can support me in my role? 30 minutes Show: PowerPoint Slide 6 To identify key professional and support contacts and organisations Refer again to Handout 3: Resources and contacts for a list of key regional and other contacts. If available introduce: staff support officer Disability Programs consultant officer responsible for asset management members of RSRG Provide each speaker with five minutes to advise participants of their role. Allow question and answer session after each speaker. It may be necessary to include other regional personnel for this session. Invite the key personnel indicated to attend and if not available provide contact details (Handout 3: Resources and contacts) and an overview of support information they can provide. Session 5: What other support is available? 45 minutes Show: PowerPoint Slide 7 To identify key professional and support contacts and organisations Organise this as a panel session. Provide opportunities for participants to meet representatives from: Public Service Association Superannuation Administration Corporation State Government Employees Credit Union Each panel member outlines how participants can be supported. When all speakers have finished, provide opportunities for participants to pose questions to any of the panel members. Invite representatives from the nominated associations and provide a table and chairs for the panel members. Representatives should be invited to speak for approximately 10 minutes each. 8 State of NSW Department of Education and Training

9 Suggested Purpose Workshops suggestions for Time Facilitators Session 6: How do I access professional learning? 45 minutes Show: PowerPoint Slide 8 To identify some directions for further professional learning to support your role Display the Professional learning policy in schools (2004). Key points include all school staff are responsible for their ongoing professional learning and are entitled to support for this. Demonstrate the Professional Learning and Leadership Development Directorate website and indicate resources available to participants. Provide participants with information on availability of professional learning opportunities in their region. Refer to Handout 5: Professional learning opportunities. Regional activities should be outlined under the heading Regional Support. Locate a copy of the Professional learning policy for schools (2004) or download at this site: areas/plp/index.htm Invite a principal and members of the RSRG to be joint facilitators. Issues: 1. The principal/supervisor should provide opportunities for SAS staff and GAs to be involved in school development days, school professional learning or regional professional learning 2. SAS staff and GAs should be advised that school development days are for all staff and not only teaching staff Discuss strategies to overcome any issues raised. Handout 5: Professional learning opportunities. Prepare overview of regional professional learning opportunities to present or distribute to participants. 9 State of NSW Department of Education and Training

10 Suggested Purpose Workshops suggestions for Time Facilitators Session 7: 2:15-3:00 What professional learning do I need? 45 minutes Show: PowerPoint Slide 9 To identify some directions for further professional learning to support your role Ask participants to: clarify their professional strengths, needs, opportunities and priorities. They should refer to Handout 6: Developing priorities for professional learning develop a professional learning plan using Handout 7: My professional learning plan. Give participants Handout 8: My professional network and ask them to complete the following: from the list of presenters and participant contributors, each participant identifies five people and the unique contribution those people could bring to support their professional growth in their role in the centre of the hand, participants note three things they are confident about and could support others if needed in the three rings at the wrist, participants write down the names of three people with whom they intend to build a network Evaluation: What did you learn from today s workshop? 15 minutes Evaluations are critical to ensure the program is meeting the needs of the participants and remains current Ask participants to complete Handout 9: Participant evaluation Encourage participants to complete evaluation and collect for regional records. 10 State of NSW Department of Education and Training

11 handouts Handout 1 Handout 2 Handout 3 Handout 4 Handout 5 Handout 6 Handout 7 Handout 8 Handout 9 DET documents prepared by regional facilitator Roles and responsibilities summary sheet Resources and contacts (Regions to add local details) School line management Professional learning opportunities Developing priorities for professional learning My professional learning plan My professional network Participant evaluation 11 State of NSW Department of Education and Training

12 HANDOUT 2: Roles and responsibilities summary sheet Session 1: What defines my role? Name of document:... Roles and responsibilities Questions still to be answered 12 State of NSW Department of Education and Training

13 HANDOUT 3: resources and contacts Session 2: What DET policies relate to my role? Useful website addresses Most of these documents are policies and are available on the Departmental website: Policies and Procedures A-Z list of policies: Professional Learning and Leadership Development Directorate: Human Resources Directorate (information on award, rates of pay, allowances, leave, superannuation etc.: Code of Conduct Policy: Child Protection Policies and Procedures: index.htm Occupational Health and Safety Policy: Procedures for Managing School Based Non Teaching Staff Identified as Having Performance Difficulties: Important toll free numbers Employee Services (Bathurst) School Staffing Unit (Blacktown) IT Help Services School Financial Support Student Special Transport Unit Temporary Visa Holders (enquiries) Add important regional contacts continued 13 State of NSW Department of Education and Training

14 HANDOUT 3: resources and contacts (continued) Title Name Contact details School education director Staff support officer Disabilities Programs consultant Officer responsible for asset management Home school liaison officer Technology advisor Student services officer Public Service Association Superannuation Administration Corporation State Government Employees Credit Union Others 14 State of NSW Department of Education and Training

15 HANDOUT 4: school line management Session 3: What is the line management in my school? Develop a flow chart using boxes and arrows to indicate the line management model at your school. Ultimately all staff report to the principal however principals will sometimes delegate supervision and responsibilities to other staff. Consider the following questions when developing your flow chart. Who does the school administration manager report to? Who does the school administration officer/s report to? Who does the school learning support officer/s report to? Who does the Aboriginal education officer report to? Who does the general assistant report to? Who does the farm assistant report to? If there are any boxes/relationships you are unclear about, clarify with your principal when back at your school. Principal 15 State of NSW Department of Education and Training

16 HANDOUT 5: professional learning opportunities Session 6: How do I access professional learning? Information about the following professional learning programs and publications for SAS staff are located on the Professional Learning and Leadership Development Directorate website at: 1. School administrative and support staff and general assistants 2. The Merit Selection Process for School Administrative and Support Staff 3. Information Communication Technology Skills Introducing Microsoft Word 4. OASIS: Finance 5. Working in Science 6. Working in the Library 7. Working as a General Assistant 8. Working as a Farm Assistant 9. Administration of Prescribed Medications and Asthma Treatments 10. Health care procedures certification and recertification for school learning support officers Regional Support Regions and their RSRGs develop a SAS staff professional learning plan to meet the needs of SAS staff in their region State of NSW Department of Education and Training

17 HANDOUT 6: Developing priorities for professional learning Session 7: What professional learning do I need? My professional strengths: Professional learning to support role (write in order from top priority to lowest): My areas for professional growth: Opportunities for learning which I d like to participate in: Opportunities for learning I d like to find out about: 17 State of NSW Department of Education and Training

18 HANDOUT 7: My professional learning plan Session 7: What professional learning do I need? My professional learning goals When How Where Support required (funds, relief etc.) Who could help? 18 State of NSW Department of Education and Training

19 HANDOUT 8: my professional network Session 7: What professional learning do I need? Contributor 2: Contributor 3: Contributor 4: Contributor 1: Contributor 5: Confident about: Network buddy 1: Network buddy 2: Network buddy 3: 19 State of NSW Department of Education and Training

20 HANDOUT 9: participant evaluation Participant evaluation Region:... Your comments will help your region and its RSRG to review the structure and processes used for this program. Part A: Overall evaluation From your perspective as a participant, this induction program was: (please tick appropriate box) Not very effective Effective Very effective Part B: Achieving outcomes Using a scale from 1 to 4 (1 being low and 4 being high), please rate (by ticking the appropriate box) to what extent the program achieved the anticipated outcomes for your professional learning. 1. After completing this program I rate my confidence in my skills and understanding as follows: Not very effective Very effective Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 I understand key aspects of my role and responsibilities within the DET I have identified some of the key Departmental policies and documents relevant to my work I have identified some key support personnel for my work and welfare I have identified some directions for my further professional learning I have begun to establish professional support networks to support my professional growth continued 20 State of NSW Department of Education and Training

21 HANDOUT 9 2. Following this induction program what are your needs in professional learning to support your role in your school? 3. What further information would you like to support you in your role? Please hand to your regional facilitator. 21 State of NSW Department of Education and Training